Section A: Families and households

May/June 2002

1. (a) Explain the difference between a family and a household.

(9)

(b) Evaluate the claim that the nuclear family is a universal feature of
societies. (16)

2. (a) Describe with examples, the types of conjugal relationships that may be
found in societies.
(9)
(b) Assess the claim that conjugal roles have become more equal in recent
years. 16)

May/June 2003

1. (a) Describe, with examples, the variety of households that may be found in
societies. (9)

(b) Evaluate the claim that the nuclear family is of declining importance in
modern industrial societies
(16)

2. (a) Describe,with examples, the major trends in marriage and divorce over the
last 100years
(9)

(b) Assess the extent to which the changes that you have outlined in (a) reflect
the changing status of women in society
(16)

May/June 2004

1. (a) Describe, with examples from the family, what is meant by life cycle.
(9)

(b) Evaluate the extent to which the state may influence family life.
(16)

2. (a) Describe, with examples, how the status of children has changed in families
over the last 10 years.
(9)

(b) Evaluate the view that in modern industrial societies there is equality
between all family members
(16)
May/June 2006

1. (a) Describe, with examples, what is meant by a matrifocal family.

(9)

(b) Evaluate the claim that the nuclear family is universal in modern industrial
societies. (16)

2. (a) Describe, with examples, how the status of the elderly has changed in modern
industrial societies.
(9)

(b) Evaluate the statement that ‘the rising divorce rate is evidence of the
increasing unpopularity of marriage’.
(16)

May/June 2007

1. (a) (i) Define the term kinship

(3)
(ii) Identify and briefly describe two examples of kinship.
(6)

(b) Evaluate the claim that in modern societies social class determines the
type of family structure people adopt.
(16)

2. (a) (i) Define the term conjugal roles.

(3)
(ii) Identify and briefly describe two examples of conjugal roles
(6)

(b) Evaluate the claim that the family oppresses its less powerful members.
(16)
 Section B: Education

May/June 2002
1. (a) Explain, with examples, the meaning of self-fulfilling prophecy in relation to
educational achievement
(9)

(b) Assess the view that education continues to be dominated by patriarchal

ideology. (16)

2. (a) Explain, with examples, the meaning of meritrocacy.

(9)

b) Assess the extent to which education is linked to social mobility.

(16)

May/June 2003

3. (a) Describe, with examples, the patterns of educational achievements of ethnic

minorities. (9)

(b) Assess the factors that may explain differences in the educational
achievements of ethnic minorities.
(16)

4. (a) Describe the process of labeling in education.

(9)

(b) Assess the Functionalist view that education in modern industrialized societies
is based on meritocratic principles
(16)

May/June 2004
1. (a) Describe, with examples, inequalities that may exist within schools.
(9)

(b) Evaluate the extent to which factors outside school influence educational
achievement. (16)

2. (a) Describe, with examples, the nature of the hidden curriculum.

(9)

(b) Evaluate the extent to which pupil attitudes may affect the outcome of their
education. (16)

May/June 2006

3. (a) Describe, with examples, two sociological theories that explain the role of
education. (9)

(b) Evaluate the contribution of feminist theories in understanding the educational

achievement of school pupils.
(16)

4. (a) Describe, with examples, the influence of peer groups on educational

achievement. (9)

(b) Evaluate the view that in modern industrial societies education systems are
meritocratic. (16)

May/June 2007

1. (a) (i) Define the term material deprivation.

(3)
(ii) Identify and briefly describe two examples of the way in which material
deprivation can affect education.
(6)

(b) Evaluate the claim that in modern industrial societies state education systems
act as a means of social control.
(16)

2. (a) (i) Define the term gender stereotyping.

(3)
(ii) Identify and briefly describe two examples of gender stereotyping taken
from education. (6)

(b) Evaluate the contribution of interactionists to an understanding of the

educational process as experienced by pupils.
(16)